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  • Development of a college transition and support program for students with autism spectrum disorder

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    Howlin197783-Accepted.pdf (208.2Kb)
    File version
    Accepted Manuscript (AM)
    Author(s)
    White, Susan W
    Elias, Rebecca
    Capriola-Hall, Nicole N
    Smith, Isaac C
    Conner, Caitlin M
    Asselin, Susan B
    Howlin, Patricia
    Getzel, Elizabeth E
    Mazefsky, Carla A
    Griffith University Author(s)
    Howlin, Patricia
    Year published
    2017
    Metadata
    Show full item record
    Abstract
    Empirically based, consumer-informed programming to support students with Autism Spectrum Disorder (ASD) transitioning to college is needed. Informed by theory and research, the Stepped Transition in Education Program for Students with ASD (STEPS) was developed to address this need. The first level (Step 1) supports high school students and the second level (Step 2) is for postsecondary students with ASD. Herein, we review the extant research on transition supports for emerging adults with ASD and describe the development of STEPS, including its theoretical basis and how it was informed by consumer input. The impact of STEPS ...
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    Empirically based, consumer-informed programming to support students with Autism Spectrum Disorder (ASD) transitioning to college is needed. Informed by theory and research, the Stepped Transition in Education Program for Students with ASD (STEPS) was developed to address this need. The first level (Step 1) supports high school students and the second level (Step 2) is for postsecondary students with ASD. Herein, we review the extant research on transition supports for emerging adults with ASD and describe the development of STEPS, including its theoretical basis and how it was informed by consumer input. The impact of STEPS on promotion of successful transition into college and positive outcomes for students during higher education is currently being evaluated in a randomized controlled trial.
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    Journal Title
    Journal of Autism and Developmental Disorders
    Volume
    47
    Issue
    10
    DOI
    https://doi.org/10.1007/s10803-017-3236-8
    Copyright Statement
    © 2017 Springer US. This is an electronic version of an article published in Journal of Autism and Developmental Disorders, 2017, 47 (10), pp. 3072-3078. Journal of Autism and Developmental Disorders is available online at: http://link.springer.com/ with the open URL of your article.
    Subject
    Education
    Psychology
    Social Sciences
    Psychology, Developmental
    Psychology
    Autism
    College
    Publication URI
    http://hdl.handle.net/10072/405460
    Collection
    • Journal articles

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